INTELLCTUAL

DISABILITY
 American Association on Mental Deficiency (AAMD) views
mental retardation as “significantly sub-average general
intellectual functioning existing concurrently with deficits in
adaptive behaviour and manifested during the
developmental period”

F79
DSM-5 defines intellectual disabilities as neurodevelopmental disorders that
begin in childhood and are characterized by intellectual difficulties as well as
difficulties in conceptual, social, and practical areas of living. The DSM-5
diagnosis of ID requires the satisfaction of three criteria:
1.
Deficits in intellectual functioning—“reasoning, problem solving, planning,
abstract thinking, judgment, academic learning, and learning from
experience”—confirmed by clinical evaluation and individualized
standard IQ testing
2.
Deficits in adaptive functioning that significantly hamper conforming to
developmental and sociocultural standards for the individual's
independence and ability to meet their social responsibility; and
3.
The onset of these deficits during childhood.
ICD-11
ICD-11 uses the term Disorders of Intellectual
Development
•There are four subtypes in ICD-11: mild, moderate,
severe, and profound.
ADHD
-Vighnesh Manoj
CELEBRITIES THAT HAVE ADHD
“Attention deficit hyperactivity disorder (ADHD) is
a mental disorder of the neurodevelopment type. It is
characterized by difficulty paying attention, excessive
activity, and acting without regards to consequences, which
are otherwise not appropriate for a person's age.”
Attention Deficit Disorder Attention deficit hyperactivity
Outdated term prior to1987 disorder
Modern term
 HISTORY OF ADHD

460 to 375 BC 1798 1902

Sir George Frederic Still delivered
The earliest mention of what seems
 Alexander Crichton, a Scottish lectures about a group of children who
to be ADHD was by Hippocrates.
physician, described something like had difficulty paying attention for a
He was known to have made at
ADHD in his book, An Inquiry into long time. He said they had a hard
least one reference to some patients
the Nature and Origin of Mental time self-regulating and could be
who could not keep their focus on
Derangement. He referred to it as aggressive or very emotional and
any one thing for long and had
“the disease of attention,” and defiant. He noted that they did not
exceptionally quick reactions to
observed that people with the have any intellectual impairments, in
things around them. He thought the
condition seemed to be mentally general, and that more boys than girls
cause was an “overbalance of fire
restless and have a hard time were affected. Still also looked into
over water” and recommended a
sticking with one task or game.  the question of whether the unnamed
bland diet that included fish but
condition was something passed down
little other meat, a lot of water, and
in families. He called what he saw
lots of physical exercise.
an “abnormal defect of moral
control.”
HISTORY OF ADHD
1936
 Dr. Charles Bradley used it to
treat headaches in children, and
noticed that it changed the
behavior of some, especially in
terms of their school performance
and ability to focus. Dr. Bradley
and others were curious why a
medication that was a stimulant
would help children calm down,
and a number of studies were
done to look into it. Doctors began
prescribing it for children whom
they diagnosed with hyperactivity.
1955
An alternative to benzedrine
appeared in 1944, when
methylphenidate, another stimulant,
was developed. It came on the
market in 1954 under the now-
familiar brand name Ritalin.
Methylphenidate was created by a
chemist, Leandro Panizzon, in
Switzerland. He is said to have
tested it on his wife, Marguerite,
whose nickname was Rita. Grateful
for her help, Panizzon named the
medication in her honor: Ritaline,
or Ritalin in the United States.
1968
The second edition of the
American Psychiatric
Association’s Diagnostic and
Statistical Manual of Mental
Disorders, DSM-II, lists the
disorder, but under the name
“hyperkinetic reaction of
childhood.” It was thought to
cause restlessness and
distractibility in children, but
believed to go away or lessen by
adolescence.
HISTORY OF ADHD

1980 1987 2002

 The APA named it Attention Deficit
Disorder (ADD), with or without
hyperactivity
 In a revised third edition in 1987,
the standard name was changed
from ADD to ADHD.  It listed
three different types of ADHD:
inattentive type,
hyperactive/impulsive type, and
combined type. The current DSM-5
considers them to be presentations,
rather than types, that can change
during the course of a person’s life.
The first non stimulant,
atomoxetine, came out in 2002
under the brand name
Strattera. Others followed,
including alpha-2 adrenergic
receptor agonists, or
antihypertensives, such as
guanfacine (brand name
Intuniv). More medication
treatment options are being
developed and tested even
today.
 ADHD (F90)

COMBINED

INATTENTION HYPERACTIVITY
Children who are inattentive find it Children with ADHD are in constant
difficult to sustain mental effort motion. Sitting still through a
during work or play lesson is impossible for them.
02
Services
This is the subtitle that makes it
comprehensible
DSM-5 Criteria for
ADHD

01
Inattention
Six or more symptoms of inattention
for children up to age 16, or five or
more for adolescents 17 and older and
adults; symptoms of inattention have
been present for at least 6 months, and
they are inappropriate for
developmental level:
1. Often fails to give close attention to details or makes careless mistakes in
schoolwork, at work, or with other activities.
2. Often has trouble holding attention on tasks or play activities.
3. Often does not seem to listen when spoken to directly.
4. Often does not follow through on instructions and fails to finish
schoolwork, chores, or duties in the workplace (e.g., loses focus, side-
tracked).
5. Often has trouble organizing tasks and activities.
6. Often avoids, dislikes, or is reluctant to do tasks that require mental effort
over a long period of time (such as schoolwork or homework).
7. Often loses things necessary for tasks and activities (e.g. school materials,
pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile
telephones).
8. Is often easily distracted
9. Is often forgetful in daily activities.
 1. Often fidgets with or taps hands or feet, or squirms in seat.
2. Often leaves seat in situations when remaining seated is expected.
3. Often runs about or climbs in situations where it is not appropriate
(adolescents or adults may be limited to feeling restless).

02 4.
5.
6.
Often unable to play or take part in leisure activities quietly.
Is often “on the go” acting as if “driven by a motor”.
Often talks excessively.
7. Often blurts out an answer before a question has been completed.
8. Often has trouble waiting his/her turn.
9. Often interrupts or intrudes on others.
Hyperactivity and
Impulsivity
Six or more symptoms of hyperactivity-
impulsivity for children up to age 16,
or five or more for adolescents 17 and
older and adults; symptoms of
hyperactivity-impulsivity have been
present for at least 6 months to an
extent that is disruptive and
inappropriate for the person’s
developmental level:
 Brain anatomy and function. A lower level of activity in the parts of the brain that
control attention and activity level may be associated with ADHD. See 

Genes and heredity. ADHD frequently runs in families. A child with ADHD has a 1 in
4 chance of having a parent with ADHD. It’s also likely that another close family
member, such as a sibling, will also have ADHD. Sometimes,  ADHD is diagnosed in a
parent at the same time it is diagnosed in the child.

Significant head injuries may cause ADHD in some cases.

Prematurity increases the risk of developing ADHD.

Prenatal exposures, such as alcohol or nicotine from smoking, increase the risk of
developing ADHD.

In very rare cases, toxins in the environment may lead to ADHD. For instance, 

CAUSES lead in the body can affect child development and behavior.
 1. Several inattentive or hyperactive-impulsive symptoms were
present before age 12 years.
2. Several symptoms are present in two or more setting, (e.g., at
home, school or work; with friends or relatives; in other
activities).
3. There is clear evidence that the symptoms interfere with, or
reduce the quality of, social, school, or work functioning.
4. The symptoms do not happen only during the course of
schizophrenia or another psychotic disorder. The symptoms are
In addition, the not better explained by another mental disorder (e.g. Mood
following conditions Disorder, Anxiety Disorder, Dissociative Disorder, or a
Personality Disorder).
must be met:
 1. Behavioral Psychotherapy
2. Medication

TREATMENT
CASE STUDY
THANKYOU